1/2016 (9) - Akademia Ignatianum w Krakowie: Czasopisma

Transkrypt

Ewa Jagiełło
University of Natural Sciences and Humanities in Siedlce
Anna Klim-Klimaszewska
University of Natural Sciences and Humanities in Siedlce
Abstract: In the 21st century such words as saving money, financing and
electronic money are very popular. It is difficult to discuss about functioning in the society without the ability to efficient movement in the field of finances. The need to propagate financial education since the early age is
gaining popularity. This is strictly connected with the development of a wise
consumer’s attitude and the ability to manage in various financial situations,
as well as passing respect towards money among small children. Both parents and teachers are responsible for promotion of economic ideas. Knowledge gained by children within every day’s life is the source of information
for forming financial programs. Children accompany their parents during
visits at a bank, shop, post office and other institutions offering financial
services. A preschool child should not only know where such places are
and how they look like, but also their duties and the basic rules of functioning.
The following article has been devoted to such subject matter. It presents the list of words which are commonly used by children at the age of
four or five. To collect the base of the words the method of brainstorm was
used and the map of thoughts was created. Finally, the list of the subject
matters within financial education for children of the pre-school age has
been elaborated.
Keywords: children, economic education, financial program, financial education, financial traps, financial language
1/2016 (9)
Multidisciplinary Journal of School Education
Ewa Jagiełło
16
Introduction
Every man can spend money and buy the things he needs, or he
does not need, from a very young age. No sophisticated training or
courses are required. One day, he discovers that he cannot buy everything and has to choose from the things he would like to have. He finds
the obligation to choose every day. The perfect first teachers are the parents, grandparents, and older siblings – their behavioural patterns shape
the enterprising attitude in children. If an older brother or sister has their
own bank account, even a 4-year-old brother knows what it is, what purpose it serves and how to use it. In the case of the parents who save,
either out of habit or tradition, they communicate their skills and experience to their offspring, e.g. by opening a deposit account with the money
collected at the child’s first birthday. Undoubtedly, the theoretical and
practical preparation of young people to take accurate economic decisions is a way to cope with difficulties at the job market and offers an opportunity to achieve financial success, which affects one’s personal life.
When creating enterprising attitudes and behaviours one should be
driven by more than just an individual aspect – it should have an all-social dimension.
Here, it is worth giving some though to the competence of the coordinators of the little citizen. Can they plan and control their spending,
save, or use financial tools offered by financial institutions themselves?
In fact, economics is commonly considered boring and incomprehensible, or science reserved for the chosen ones. Those who do know it are
able to “put others under a spell” to come up with wicked plans, something of the “abracadabra”, “hocus-pocus” or “hey presto” sort. And only an
outstanding event, such as no financial means to pay off a debt or
a court enforcement officer knocking at the door, would free one from
this world of illusion and magic.
In order to present the wisdom and state of consciousness of the
mentors who shape economic attitudes and behaviours in children, it is
worth referring to research studies conducted in July and August of 2013
and February 2014 by TNS Polska. Two independent reports which were
to obtain opinions regarding financial competence of the Poles revealed
that the opinions issued by bankers and those of a sample of Poles were
contradictory. To the question: “In your opinion, what do Poles know
about finances?”, more than half of the respondents (57%) replied that
they know how to manage household budget, and 30% – where to seek
financial advice. Furthermore, 28% of the polled know when taking out
a loan is beneficial, whereas 27% know what to do when they have difficulties paying the bills or repaying debts. Further 26% admit they are familiar with reading the provisions of a financial-type agreement, while
24% of the studied subjects confirm they analyse the terms and costs of
the loans. 16% declare they lack the ability to read their level of knowledge, and 4% claim their knowledge is either insignificant or none. The
remaining 1% submitted other answers (TNS Polska, 2013).
The actual state of competence of adult Poles was not reflected in
the opinions of bankers. When answering the question: “How would you
evaluate financial competence (i.e. knowledge and skills with regards to
personal finances) of bank services users?”, 14% of the bankers stated
their customers’ competence was at a high level. The majority of the
polled, i.e. 62%, evaluated the level of customers’ knowledge as average.
Almost every fifth employee said that the level of knowledge is rather
low. Merely 1% of the subjects described people coming to the bank as
laymen in the field of finance.
And what about saving up by Poles? The issue became the object of
research of the Kronenberg Foundation in 2013.
The majority of the respondents expressed their approval of the
need to save on a regular basis, and at the same time more than half declared that they spend all their income on day-to-day needs.
Planning one’s expenses and saving up are closely related to what
one is saving for. Typically, the Poles save up for small pleasures or holidays, then the third in the list is securing one’s future or the future of one’s
children. Next come those who do not have a specific aim in mind. Unfortunately, in 2013 only 6% of the Poles invested their financial surplus.
The percentage shrank in comparison with the year before, which is
a source of apprehension in the financial sphere. It appears that more
The Restructuring of Preschool and Elementary School Education
17
ARTICLES
A Pre-School Child of Initiative
1/2016 (9)
Ewa Jagiełło
18
and more adults do not have any surplus funds as they are not able to
generate them / www.citibank.pl/. Therefore, the habit of saving does not
become a tradition and thus is not communicated to the young. Banks
meet us halfway by offering various forms of savings to younger and
younger citizens, such as PKO Junior – an interesting proposition for children under the age of 13.
As stated previously, an essential factor affecting the state of knowledge of the young generation is the aptitude of the adults around them
to use financial instruments. Economic socialisation begins very early in
life. At first, it has a primary nature, then – a secondary one. At the beginning, we learn from the older ones, we copy their actions, and next, we
do so empirically, from our own experience. Research shows that Poles
are not really interested in professional advice but rather trust their own
intuition and experience or information obtained from friends (family).
Approximately 15% of the respondent use the television, radio, Internet
or press advice. There are also those who avail of knowledge gained at
universities or other educational institutions /www.citibank.pl/. Thus, one
may conclude that the majority of the Polish society models their economic attitude in an infantile manner, regardless of one’s profession.
Methodology of research
The reason behind choosing the issue was the desire to present the
essential knowledge of the little child with regard to economic terms,
and to demonstrate the richness and abundance of vocabulary in the
field gained from everyday life experience.
When commencing research into the financial language of preschool children, the theoretical assumption was that pre-school children
enrich their range of vocabulary in a spontaneous way, unaware, using
everyday observations and knowledge communicated to them by the
people they coexist with.
In the study, the brainstorming technique originating from heuristic
methods was used. As a result of the employed method, brain maps
could be created. The technique applied is an accepted and popular way
of gathering information for analyses and allows one to engage in a casual discussion with respondents. It activates intuition thanks to the employment of synergistic cooperation between both cerebral hemispheres.
It served as a means of ordering knowledge, defining terms and colloquial expressions. The brainstorming technique was used for 9 topics, as
a result of which 9 mind maps were drafted.
Analysis of study outcomes
The research sample comprised pre-school children: four and fiveyear-olds from the Siedlce city area. Here, it is worth to note that the
period of intellectual and social development of the study subjects, according to Piaget’s theory, is in the second stage, i.e. preoperative. At the
beginning, when thinking and communicating the child uses symbols
only. Only later is it able to avail of logic and see something from the point
of view of another.
The research was carried out in the early morning hours in the
kindergartens.
Hereinbelow, the words – associations – used by children are presented in a table format. On the basis of these we can see how children
perceive and understand basic economic issues and interpret everyday
economic behaviour.
Table 1. Money
Item AGE OF CHILDREN
WORDS AND EXPRESSIONS USED BY CHILDREN
1.
4-year-olds
piggy bank, adults, toys, small change, pile, bag, treasure, shop, sweets, parents,
shopping, wallet, rich, poor, find, lose, job, gold, thief, grosz, Biedronka
2.
5-year-olds
round money, paper money, cash, from: mom, dad, grandma, grandpa, bank, ATM, luck,
phone, fortune, rich, happiness, health, shopping, wallet, holidays, poor, sickness (lack
of money), tickets, swimming-pool, shop, market, toys, card, presents, TIR, job, 10 zlotys,
clothes, Lotto, euro, "Time is money", gaming machines, piggy bank, science, a dream
come true, present, coins, banknotes, rich, poor, change, bills, shop, supermarket
19
ARTICLES
1/2016 (9)
Ewa Jagiełło
20
The polled 4-year-olds can differentiate between the coins and banknotes – the former are “small change”, and the latter are a “pile”. They understand that money has its position, hence, it should be put in a wallet,
inside a bag, and protected from thieves. Children associate money with
an adult person because they receive them on their birthdays, holidays
etc. or as a gratification (e.g. when they behave well, help).
The analysed 5-year-olds use the following terms: a coin and a banknote. They know that in addition to cash there is also electronic money
used in transactions: “My parents pay with a card”. They begin to distinguish between the value of coins and understand that money is a means
of exchange in sale/purchase transactions. The analysed children know
that euro is used in the neighbouring states. They specify the source of
money in the following fashion: mom, dad, grandma, grandpa, bank,
ATM, phone, fortune, TIR, job, 10 zlotys, Lotto, gaming machines. One example would be short statements issued by the children: “Money is in the
bank”, “You need to insert the card into ATM and press”, “Money can be
won in Lotto”, “Money is from the gaming machines”.
Table 2. Shop
1.
4-year-olds
shopping, shopping bag, table, scales, weighing, baker, tractor, TIR lorry, toy, products:
vegetables, fruit and candies, stores, money: paper, small and big, shopping basket,
conveyor belt, shop assistant, delivery van, ladder, loyalty card, bag,
special offer/promotion, shopping bag
2.
5-year-olds
camera, toys, food, clothes, car park, line, cash register, wallet, shopping trolley,
shopping basket (to carry, with wheels, big), car, scales, shopping bag, shop assistant,
conveyor belt, counter, shelves, receipt, product price, amount to pay, small shop,
self-service store, packing the bags, greeting: good morning, good bye, Biedronka,
Topaz, Kaufland, Carrefour, goods, wholesale outlet, grocery, greengrocery, credit
cards, paper money, coins, change, line, shopping list, car park, shopping bag
The children in both age groups are able to specify the purpose of
the shop. Some of them know the equipment in stores; they associate
a shop assistant with a female. They know that one needs to pay for
goods and in return s/he receives a receipt. They distinguish basic types
of shops. Five-year-olds use the names of supermarkets, they begin to
understand correctly the system of supplying goods to the shop. They
see that products feature various prices. In addition, they have much insight into how to behave in a shop; they can use polite phrases.
Table 3. Wholesale outlet
1.
5-year-olds
packages, warehouseman, camera, security guard, large building, money, forklift truck,
many different products, large car, bodyguard, delivery van, baskets, debit card, goods,
cash register, forklift track (to carry heavy stuff), ladder, high shelves, a lot of various
things, man putting the goods, shopping, large store, warehouse
The analysed children do not know what a wholesale outlet is and
what role it plays in the economic structure. Only three out of all children
had some limited knowledge in the field. The respondents have never
been to a wholesale outlet, have not seen any movies or picture of it. In the
case of the three children (ca. 0.03% of the total number of the study
group), their parents work in a wholesale outlet (two children) or are the
owners (one child). It can be assumed, that only those 5-year-olds empirically accumulated a rich vocabulary and they can see a relation between
the wholesale outlet and the shop. They know the principles of wholesale
system operation, which for the remaining subjects was not obvious.
Table 4. Special offer/Promotion
1.
4-year-olds
toys, commercial, Biedronka, sweets, leaflet, TV, flipping through channels, cheating
people, in the letter box instead of bills, advertisement, people on TV talking about sweets
and beer, at dad’s work, computer, on the radio, in the posters, in promotional magazines
2.
5-year-olds
between cartoons, cool stuff, something colourful, toys, you have to work hard to get
a toy, sweets, TV, billboards at the side of the road, nice ladies, models, leaflets,
promotional magazines, radio, computer, Internet, channels, sales, price reduction, actors
21
ARTICLES
1/2016 (9)
Ewa Jagiełło
22
Having analysed the results, we can state that four- and five-year-old
children know the mechanisms of promotional tools operation. The basic
source of information are commercials and advertisements. Older children are aware of the fact that a special offer or promotion is connected
with a price reduction. The information in question is communication by
various visual and verbal techniques: promotional magazines, posters,
moving pictures, puns.
Table 5. Bank
1.
4-year-olds
building, saving, thief, ATM, money, bank counter, lady working in the bank, job, the
machine money come out of, plants, you cannot take somebody’s money, you cannot
throw toys, you cannot eat, you cannot buy toys, toys are not rented, money are
rented, many ladies, exchanging money, card
2.
5-year-olds
building, ATM, cash register, phone, play corner, game, ATM card, computer, money, safe,
commercial, drawer, job, policeman, counter, code, alarm, debit card, credit card, line,
bank’s building has a name on it, lots of computers and desks, you need to fill in a form,
submit one’s PIN number and a card, money withdrawal, PIN, you may pay for various
things, insurance, camera, per cent, cheque, account, accounts, loan, transfers, coins,
banknotes, cashier, overdraft, deposit account, credit, gold, security guard, interest
Four-year-olds know that there is such an institution as a bank. They
go to banks together with their parents and can partly specify its purpose and functions. Whereas, five-year-olds begin to use a more complex
vocabulary, such as: loan, insurance, transfers, overdraft, but they are not
100% sure what they are and what they are used for.
Table 6. Where do adults get money from?
1.
4-year-olds
from work, mom makes clothes, dad sells pipes, dad drives a car, you tap on a machine
and there are coins, people take money from ATMs, from a wallet, from a bank
2.
5-year-olds
work, dad goes abroad, dad puts goods on the shelves, mom sells furniture, dad has
a fishing store, dad works in a garden plot, dad drives a tractor, inheritance, credit,
loan, present, scholarship, winnings, account
Not all four-year-olds can see the usual sources of money; some of
them claim that “people take it from ATMs”, others that “from a wallet”. It
is similar to the polled five-year-olds, in some children we can notice
a full comprehension of the money-work sources. Besides, they indicate
other sources: inheritance, scholarship, winnings.
Table 7. How can children earn money?
1.
4-year-olds
mom will give me, I will go to grandma, help grandma, have a birthday party, clear off
the snow, water the plants, to dust, to vacuum, wash the floor, give dad a kiss, give
mom a flower, hug your mom, when a parent loses a coin and a child find it, I can put
hard money into the piggy bank and then take it out
2.
5-year-olds
sell something unnecessary, help with housework, tooth fairy, fruit picking, taking care
of younger sister or brother, collecting scattered money, birthday, helping adults e.g.
with cooking dinner, fixing the tap, building an igloo, washing the car, planting flowers
The most frequent sources of income are parents and relatives.
Younger children associate work with receiving. Older children, on the
other hand, use words describing relations between performing an activity and receiving payment in return.
Table 8. Poor man
1.
4-year-olds
has no money, no job, no house, ugly clothes, has debts, collects trash, has a beard, is
skinny, is alone, has no money, has no friends, tinned food, ugly toys, sad, cries, collects
tins, has no parents, gold, bank at home, many friends, fly by plane, has a castle, has
many houses, lady wearing a fur coat, with a dog
2.
5-year-olds
little money, unhappy, sad, ugly house, no house (homeless), ugly clothes, Cinderella, "a
person who cannot buy anything", "goes through the trash, smells bad", "has a pot you
put money in", drunk, has nothing to eat, sleeps on a bench, dirty, begs in the street,
cold, in need, skinny, has no teeth, poor family, theft, hunger, rags, skinny
23
ARTICLES
1/2016 (9)
Ewa Jagiełło
24
Table 9. Rich man
1.
4-year-olds
lots of money, fast car, big house, swimming-pool, works all the time, lacks time, nice
toys, nice clothes, nice garden, fat, treasure
2.
5-year-olds
lots of money, happy, large house, swimming-pool, food, buys a lot of things, nice car,
buys expensive things, jolly, puts money into tins and gets a heart, clean, lots of toys,
nice clothes, villa, limousine, many friends, has a good job, has a factory
The interpretation of poverty and wealth by both age groups is connected with one’s external image and financial condition. In the eyes of
the polled, a poor man is a person without money, sad, with bad habits,
and badly clothed. In the case of poverty, the children indicate lack of job
and low income. The rich people display contrasting features. The children do not relate social status to deeper values, such as knowledge.
Conclusions
To conclude the above, we may say that children do not speak a high
level financial language. The words they apply are limited to everyday
use vocabulary. If the same terms are found in the theory of economics,
typically, they are seen quite differently and in a simpler way. Children’s
knowledge is not systematised but rather constructed on the basis of
overheard popular information. The list of words presented in the tables
above allow us to state that it becomes longer, year by year. The dynamic
nature of the economy requires constant analysis. Current research
proves that it is a window on the world; one cannot separate from it. It
gives us an opportunity to have a better job and avoid financial traps.
The duty to shape enterprising attitudes and to manage finance in
a clever way is primarily that of the parents. Nevertheless, few of them
communicate economic knowledge to their children, discuss financial instruments or teach responsibility for one’s own actions on a regular basis.
The countering of financial exclusion has become a challenge for numerous state institutions and non-governmental organisations which implement long-term economic policies with regards to the Polish society,
for instance Narodowy Bank Polski (National Bank of Poland) <www.nbp.
pl/edukacja/> or Forum Obywatelskiego Rozwoju (Civic Development
Forum). The coordination of concepts in the area of financial education is,
in turn, the task of the Ministry of Finance.
25
ARTICLES
1/2016 (9)
Ewa Jagiełło
26
Bibliography
Albou, P. (1983). Psychologia ekonomiczna [Economic Psychology]. In: M. Reuchlin (red.), Psychologia życia codziennego [Applied Psychology Treaty vol.10:
Everyday Life]. Warszawa: PWN.
Arndt, K. (2001). Pieniądze nie spadają z nieba. Jak uczyć dziecko obchodzenia się
z pieniędzmi [Money do not Fall from the Sky. How to Teach a Child to Manage Money]. Warszawa: Wyd. Bauer-Wetbild.
Berti, A.E., Bombi, A.S. (1988). The child’s Construction of Economics. Cambridge,
UK: Cambridge University Press.
Bloom, W. (1995). Pieniądze, serce i umysł [Money, Heart and Mind]. Warszawa:
Wyd. Jacek Santorski & CO.
Boguni-Borowska, M. (red.). (2006). Dziecko w świecie mediów i konsumpcji [A child
in the World of Media and Consumption]. Kraków: Wydawnictwo Uniwersytetu Jagiellońskiego.
Bucklles S.G., Miller S.L., Morton J.S., Nelsen D.M., Prehn E.C. (1993). Jak uczyć ekonomii w szkole [Teaching Strategies: High School Economics]. Warszawa: CODN.
Crib, J. (1992). Pieniądze [Money]. Warszawa: Wyd. Arkady.
Cywiński, H. (1961). Życie pieniądza [Life of the Money]. Toruń: Wyd. Książka i Wiedza.
Cywiński, H. (1986). Z dziejów pieniądza na świecie [The World History of Money].
Warszawa: Wyd. KAG.
Cywiński, H. (1962). Pieniądz. Przegląd encyklopedyczny [Money. Encyclopedial Review]. Warszawa: Wyd. Key Tex.
Duwendag, D., Hetterrer, K., Kösters, W., Pohl, R., Dimmert, D.B. (1995). Teoria pieniądza i polityka pieniężna [Theory of Money and Monetary Policy]. Warszawa: Wyd. POLTEXT.
Fedorowicz-Dawydow, H. (1996). Monety opowiadają o historii [Coins Tell about
History] Warszawa: PWN.
Frątczak-Rudnicka, B. (2004). Dzieci w roli konsumentów – przyspieszona socjalizacja konsumencka [Children as Consumers – Accelerated Socialization].
In: M. Marody (red.), Zmiana czy stagnacja [Change or Stagnation]. Warszawa: Wyd. Naukowe Scholar.
Gasparski, P. (1992). Motywacja dzieci do uczestnictwa w bankowych formach
oszczędzania [Children Motivation to Participate in Banking Savings Systems]. Bank i Kredyt, 3, 11–16.
Gasparski, P. (1992). Dziecięce finanse i kieszonkowe, prezenty, zarobki [Children
Finances – Pocket Money, Gifts, Earnings]. Bank i Kredyt, 2, 20–23.
Ipsos Polska (2005). Kieszonkowe naszych dzieci [Pocket Money of our Children].
Retrieved from: <http://www.ipsos.pl/kieszonkowe-dzieci–2005>
Gorazińska, E., Woynarowska, T. (red.). (2011). Moje dochody, wydatki, oszczędności. Edukacja ekonomiczna w scenariuszach lekcji [My Income, Expenses,
Savings – Economic Education in Classroom Scenarios]. Warszawa: ORE.
Lindstrom, M. (2005). Dziecko reklamy [Brand Child]. Warszawa: Świat Książki.
Kiyosaki, R., Lechter, S.L. (2006). Młody bogaty rentier [Retire Young Retire Rich].
Warszawa: IPE
Kiyosaki, R., Lechter, S.L. (2006), Mądre bogate dziecko [Rich Kid,Smart Kid]. Warszawa: IPE.
Kossowski, P. (1999). Dziecko i reklama telewizyjna [Child and TV Advertisement],
Warszawa: Wyd. Żak.,
Kourilsky, M. (1993). Jak uczyć ekonomii w szkole podstawowej? [Mini-Society: Experiencing Real-World Economics in the Elementary School Classroom].
Warszawa: CODN.
Kupisiewicz, M. (2004). Edukacja ekonomiczna dzieci. Z badań nad rozumieniem
wartości pieniądza i obliczeniami pieniężnymi [Economic Education. Research
on Understanding the Value of Money and Monetary Calculations]. Warszawa: Wyd. Akademii Pedagogiki Specjalnej.
Kupisiewicz, M. (2004). Jak kształtować u dzieci wartość pieniądza: metody diagnostyczne, ich cechy psychometryczne oraz wskazówki do interpretacji wyników badań [How to Foster a Child’s Understanding of the Value of Money:
Diagnostic Methods, their Psychometric Quality, and Indications for Research Outcomes Interpretations]. Warszawa: Wyd. Akademii Pedagogiki
Specjalnej.
Litwińska, K. (2008). Reklamy telewizyjne i ich oddziaływanie na emocje dzieci
w wieku przedszkolnym [TV Commercials and Their Influence on Preschoolers’ Emotions]. Lublin : Wydawnictwo KUL.
Lizak, J. (2006). Język reklam dla dzieci [The Language of Child-targeted Television
Commercials]. Rzeszów: Wyd. Uniwersytetu Rzeszowskiego.
Mishkin, F.S. (2002). Ekonomika pieniądza, bankowości i rynków finansowych [Economics of Money, Banking and Finacial Markets]. Warszawa: PWN.
27
ARTICLES
1/2016 (9)
Ewa Jagiełło
28
Morawski, W. (2002). Zarys powszechnej historii pieniądza i bankowości [Outline of
the World History of Money and Banking]. Warszawa: Wyd. TRIO.
Piaget, J. (1966). Narodziny inteligencji dziecka [Birth of the Child’s Intelligence].
Warszawa: PWN, Warszawa 1966
Pietras, M. (red.). (1994). Wprowadzenie do psychologii ekonomicznej [Introduction
to Economic Psychology]. Katowice: Wyd. Uniwersytetu Śląskiego.
Roland-Levy, Ch. (2004). W jaki sposób nabywamy pojęcia i wartości ekonomiczne [How do We Develop Economic Concepts and Values]. In: T. Tyszka
(Ed.), Psychologia ekonomiczna [Economic Psychology].Gdańska: GWP.
Ziemkowska, T. (2008). Dziecko i finanse, czyli co przedszkolak powinien wiedzieć
o pieniądzach [Child and Finances: What a Preschooler Should Know about
Money]. Uśmiech rodziców, 33.
Citi Handlowy (2008). Polka a finanse [Polish Woman and Finances]. Retrieved
from: <www.citibank.pl/poland/kronenberg/polish/4026_13827.htm>
Information about the authors:
dr Ewa Jagiełło
A pedagogue, specialization in preschool and elementary school education in mathematics, the author of more than 85 publications published in Poland and abroad (Spain, France, Switzerland, Cyprus, the
Slovak Republic, Bulgaria, Russia, Ukraine, Belarus, Finland, Canada), including 10 books – edited. A member of the following scientific organizations: Society for Developing Educational Initiatives TRIO (Towarzystwo
Rozwijania Inicjatyw Oświatowych TRIO), Unit for the Theory of Education at the Committee on Pedagogical Sciences of the Polish Academy of
Sciences (Zespół Teorii Wychowania przy Komitecie Nauk Pedagogicznych Polskiej Akademii Nauk), Polish Committee of the World Organization for Early Childhood Education OMEP (Polski Komitet Światowej
Organizacji Wychowania Przedszkolnego OMEP), Baltic & Black Sea Circle Consortium (BBCC) in Latvia. An organizer and co-organizer of 5 national and 10 international conferences.
Siedlce University of Natural Sciences and Humanities
Faculty of Humanities
Institute of Education Study
39 Żytnia street
08–110 Siedlce, Poland
e-mail: [email protected]
prof. nzw. dr hab. Anna Klim-Klimaszewska
Department of Didactics – Laboratory of Preschool Education.
A head of the Department of Didactics. A pedagogue, specialization in
preschool and elementary school education. The author of more than
200 publications published in Poland and abroad (Spain, France, Switzerland, Cyprus, the Slovak Republic, the Czech Republic, Bulgaria, Russia,
Ukraine, Belarus, Finland, Canada), including 30 books – monographs and
edited. A member of the following scientific organizations: Siedlce
Learned Society (Siedleckie Towarzystwo Naukowe), Polish Pedagogical
Society (Polskie Towarzystwo Pedagogiczne), Academic Andragogical
Society (Akademickie Towarzystwo Andragogiczne), The John Amos
Comenius International Slavic Academy of Education in Moldova (Międzynarodowa Słowiańska Akademia Kształcenia im. Jana Amosa Komeńskiego w Mołdawii), The Drohiczyn Learned Society (Drohiczyńskie
Towarzystwo Naukowe), European Association of Security, Association of
the Professors of Slavic Countries in Bulgaria (Asocjacja Profesorów
Słowiańskich Państw w Bułgarii), Society for Developing Educational Initiatives TRIO (Towarzystwo Rozwijania Inicjatyw Oświatowych TRIO), Unit
for the Theory of Education at the Committee on Pedagogical Sciences of
the Polish Academy of Sciences (Zespół Teorii Wychowania przy Komitecie Nauk Pedagogicznych Polskiej Akademii Nauk), Polish Committee of
the World Organization for Early Childhood Education OMEP (Polski
Komitet Światowej Organizacji Wychowania Przedszkolnego OMEP),
Baltic & Black Sea Circle Consortium (BBCC) in Latvia. An organizer and
co-organizer of 20 national and international conferences.
Siedlce University of Natural Sciences and Humanities
Faculty of Humanities
Institute of Education Study
39 Żytnia street
29
ARTICLES
1/2016 (9)
Ewa Jagiełło
30
08–110 Siedlce, Poland
e-mail: [email protected]

1/2016 (9) - Akademia Ignatianum w Krakowie: Czasopisma

Transkrypt

Podobne dokumenty

Bibliography - The New Educational Review

centre of entrepreneurship smolna networking meeting

PROFESJONALNA DEGUSTACJA WINA

the internal control system and other controls in accounting

Course name: History of English.